Christian ELT Leaders, Professionalism, and the Community

Jeff Stebbins, [email protected]

Editors' note: This article is adapted from Jeff's presentation during the CETC colloquium entitled "Professional Integrity and the Christian ELT Leader" at TESOL 2006 in Tampa, Florida. The oral nature of the talk has been retained.

In reflecting on professional integrity in community, I'd like to share six observations from my experience as a Christian English teacher overseas.

First, Christian professionals in TESOL generally cross cultures as unpredictable foreign guests. We're hired or sponsored by some entity in the host country, such as the Ministry of Education, a university, institute, or organization. That entity is always part of a community, and inviting us is a risk, for which we owe a great debt of gratitude and cooperation. Our professional and interpersonal credibility—and our sponsor's esteem within their community—are easy to damage, but difficult to rebuild. As teachers we therefore

• Do not abuse our sponsors' trust. We strive to give them face by acknowledging their authority over us, by asking permission (even when we don't think we have to), and by seeking their advice. We don't endanger ourselves, because they will be held responsible for what happens to us. And by showing dependence, we strengthen our relationship with them.
• Work closely, communicate, and let them see our serving hearts. If we are close, they can see that we want to do right, and that we love and respect our students and their countries. Then, when we make mistakes we will hopefully be quickly forgiven, for they will know our intent is good.
• Do not worry or fear; instead, we pray for wisdom and sensitivity. Again, if our heart is right, and if we ask God to guide us, He will. God loves the people we serve and wants us to serve them well, too.

Second, without professional credibility on campus and interpersonal credibility in community, Christian ELT professionals cannot expect to serve effectively. Credentials are something, but not enough. Such credibility is usually earned through excellence (not perfection), by being what we claim to be, and by doing exactly what we are hired to do. Abusing professional or interpersonal trust is inexcusable. Inevitably, some foreign teachers do not succeed. But as many people likely fail (e.g., they have to go home early) because of events off campus in the community as fail because of what happens in the classroom. Crucially, we foreign English language teachers are not

• Culture critics: in the ups and downs of culture stress, teachers abroad usually alternate between loving and hating their host culture. Either everything they do seems stupid or is "just so wonderful," better than how we do it back home.
• Political activists: signing a contract to work in a country doesn't mean that you support its government, but it does imply that you agree to abide by its laws. And the easiest way to get your sponsor in big trouble is to criticize the government. Nor will you gain credibility by criticizing your own government, as few people respect lack of national loyalty. It's safest to keep political opinions to ourselves.
• Evangelists: find out what your host country's religious laws are, and then what its practices are, as these may not be the same. Many countries are very sensitive about foreigners influencing their young students. Does your visa say "English teacher" or "missionary"? Isn't it deceptive to say one thing and do another? What would Jesus do? In most countries, personal one-on-one conversations can go anywhere, but public speaking is entirely different. Remember: your sponsor will be endangered if you break the law; you can go home, but he or she stays to bear the consequences of your actions.
• Adventurers/tourists: I've known teachers who spent every weekend traveling away from town, hiking, biking. They also missed more classes than anyone: they were sick, missed the bus, or broke a leg. "Oh, bummer—sorry, man!" There is nothing wrong with climbing Kilimanjaro or the Great Wall—but not if your students lose out! The university looks bad in the community if they pay for an English teacher but end up with a mountain climber! My wife and I made this mistake: we hitchhiked around Tibet in 1987 and got very sick, which unfortunately affected our work.
• Opportunity researchers: I've also known teachers who arrive in a country looking for their next job. The big foreigner's hotel downtown will probably pay you better than your sponsoring university can. But, again, is it not deceptive to use a university to get your foot in the door? I suggest you arrive with your mind made up: "I am not job-hunting; I have one for the next two years".

Teachers have been criticized for going to other countries with mixed, hidden motives. But, obviously, people do all sorts of things with multiple motives. Teachers go places looking for adventure, money, more exciting resumés, a husband or wife, even for children to adopt. I've never met anyone motivated only by a desire to increase students' TOEFL scores. And if you don't share someone else's motives, that person's motives may look rather mercenary. It therefore seems disingenuous to criticize only those whose motives include faith or culture.

Third, this doesn't mean that we must be "English-teaching machines"! But without our normal support structures (family, conveniences), our time, energy, and attention will be stretched. Be eager to serve, but slow to make commitments! Enthusiasm can incline us to say things we don't mean, such as "call me any time" or "let me know if there's anything I can do to help". Yet campus or community friends may not understand how empty such expressions can be. They might actually ask for and expect some very costly help!

As professionals living in a new community, we also need to learn how to get everyday tasks done in a very different context: going to market, taking a bus, getting an appliance repaired. All of these may take much more time, or cost much more, or much less. But we should hesitate to make commitments until we have learned how to get things done in our new community.

In a way, our sponsoring entities do "own" us, so we will need to use great care when, outside of class, we also want to devote time and attention to

• Extracurricular activities with students: some students learn more English during informal conversations outside of class than they do in class. Be careful, though, about spending too much time with some students and not others; it is very easy to spend time with those who are most fluent or friendly. Going out for coffee or visiting their families on a holiday can be wonderful-but use caution. The appearance of favoritism can be very messy! Also, though neighbors and community friends can be delightful, they may consume too much of our time and attention-especially in cultures where it is normal to just drop by at any time without calling ahead. Don't hide, but be careful.
• Other foreigners in town: in 1989, the only other foreigners in our little Chinese town were a group of five Soviets. As the Soviet Union collapsed, these five people became dear friends-perhaps too dear. We devoted so much time and attention to these guys that our students lost out. We should be careful that we don't cheat our students out of what they deserve from us.
• Communication with home: after a while, we miss our family and friends, so we write letters and e-mails. But it's easy to spend too many hours writing detailed accounts of everything. For some, it's an escape, to avoid the difficulties of cross-cultural communication. It is wise to set some limits.

What we do with our free time can speak volumes about who we are and how we love and serve people. If we offer to help our school by teaching English to people in the administration, or to some local government officials, we will improve our sponsor's standing in the community.

Fourth, teachers live in community—on campus, in a neighborhood—where we represent our home countries and cultures. Cultural anthropology and current emphases on multicultural diversity often tell us there are no "bad" cultures or customs. "Not wrong—just different". Avoid saying that they drive on the "wrong" side of the street, or do anything "wrong". Let's assume that any place we live can teach us something and make us a better, more interesting person.

Sometimes we may be asked to explain, though not necessarily defend, our home country's policies or behaviors. Even if we don't agree with our government, we should be able to explain its reasons for doing what it does. Even if we disagree with how our people often behave, it is useful to be able to explain why people do what they do.

• Do our home cultures have things we'd best not take with us when we live in other cultures? Freedoms, expectations, food or drink, apparel, behaviors? Carefully inquire about taboos. Be observant: watch body language and gestures. Host countries usually accept us with grace, in spite of our mistakes! In Asia, after initial handshakes, I never touched any female. And we never, ever touched anyone on the head. To show respect for others, and for education, my wife and I dress more formally and modestly. We have different expectations about time and punctuality. We are not so hung up on privacy. We talk more freely about how old we are, even how much we weigh! We give less attention to youth and beauty, and show more respect for age and experience.
• Do other cultures have customs or laws to which we'd best not submit? Does ours? In words and actions, Jesus and Paul were countercultural, but only if a principle was at stake. We need to pray for wisdom. If God leads us not to submit, then we should act quietly and humbly, making our guiding principle clear to our sponsors. Local religious customs may be touchy, so read ahead, and prepare, if you can.

Fifth, Christians are taught to live exemplary lives (e.g., I Peter 2:11-25 & 3:15-6, Titus 2), so that people are attracted to their faith, not pushed or deceived. Cross-cultural living can make this hard. But every culture has some values that are consistent with our faith: joy, peace, family faithfulness, reputation, relational harmony, wisdom, and so on. In community, teachers can therefore live exemplary lives without living strangely or "religiously". We believe God enables us to live righteously, and if we strive to live and work excellently, those around us will be attracted to God-especially if we give God credit for our lives. Isaiah 26:12 says that "all we have accomplished, [God] has done for us".

Sixth, and finally, recall that Jesus was criticized for not being religious enough! Still, He did humbly learn, participate in, and submit to the laws and customs of His community. Christians believe He put aside His power in order to serve people, as a teacher! He fit into a culture, but He made people the highest priority. Can we follow His example? One way to do so is to study how Jesus dealt with customs and laws in His community, as recorded in the gospels, and to see what principles we can draw from His example. I believe that in doing so we will find priorities and guidelines for how to live and work as Christian ELT professionals in any community, at home or abroad.

Jeff Stebbins and his wife, Beth (also an ESL teacher), have lived and worked in several Asian countries for about two-thirds of their lives. Their two children go with them. Jeff and Beth are in grad school again (for a PhD in linguistics and an MA in TESOL) at the University of Colorado, preparing for more. . . .